High School Start Time - Achievethecore.org

Grade 7 Informational Mini-Assessment

High School Start Times Set

This grade 7 mini-assessment is based on two articles, "High Schools Starting Later to Help Sleepy Teens," by Michelle Trudeau and "High schools will keep starting too early. Here's why." by Dan Weissmann, as well as an audio recording of the second text. These texts and the recording are considered to be worthy of students' time to read and also meet the expectations for text complexity at grade 7. Assessments aligned to the Common Core State Standards (CCSS) will employ quality, complex texts and audio recordings such as these.

Questions aligned to the CCSS should be worthy of students' time to answer and therefore do not focus on minor points of the texts. Individual questions also may address several standards because complex texts tend to yield rich assessment questions that call for deep analysis, thus aligning to multiple standards. In this mini-assessment there are twelve questions that address the Reading Standards listed below. Additionally, there is an optional writing prompt, which is aligned to Reading, Writing, and Language Standards.

We encourage educators to give students the time that they need to read closely and write to the source. While we know that it is helpful to have students complete the mini-assessment in one class period, we encourage educators to allow additional time as necessary.

Note for teachers of English Language Learners (ELLs): This assessment is designed to measure students' ability to read and write in English. Therefore, educators will not see the level of scaffolding typically used in instructional materials to support ELLs--these would interfere with the ability to understand their mastery of these skills. If ELL students are receiving instruction in grade-level ELA content, they should be given access to unaltered practice assessment items to gauge their progress. Passages and items should not be modified; however, additional information about accommodations you may consider when administering this assessment to ELLs is available in the teacher section of this resource.

RI.7.1 RI.7.2 RI.7.3 RI.7.4 RI.7.5 RI.7.6 RI.7.7 RI.7.8 RI.7.9

Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium's portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).

Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

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W.7.2

W.7.4

W.7.9 L.7.1 L.7.2

L.7.3

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use knowledge of language and its conventions when writing, speaking, reading or listening.

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Contents

Grade 7 Mini-Assessment ? "High Schools Starting Later to Help Sleepy Teens" by Michelle Trudeau and "High schools will keep starting too early. Here's why." (with accompanying audio recording) by Dan Weissmann Print for students .............................................................................................................................................................4 Information for Teachers: Quantitative and Qualitative Analyses of the Text ...............................................................12 Question Annotations: Correct Answers and Distractor Rationales ...............................................................................15 Using the Mini-Assessments with English Language Learners.................................................................................................22 Additional Resources for Assessment and CCSS Implementation...................................................................................25

The assessment questions in this document align with the CCSS and reflect the instructional shifts implied by the standards. To learn more about these topics, please go to the following link:

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Grade 7 Mini-Assessment "High Schools Starting Later to Help Sleepy Teens"

by Michelle Trudeau and "High schools will keep starting too early. Here's why."

by Dan Weissmann

Today you will read two articles, "High Schools Starting Later to Help Sleepy Teens" by Michelle Trudeau and "High schools will keep starting too early. Here's why." by Dan Weissmann and then listen to an audio recording of the second text. You will then answer several questions based on the articles. I will be happy to answer questions about the directions, but I will not help you with the answers to any questions. You will notice as you answer the questions that some of the questions have two parts. You should answer Part A of the question before you answer Part B, but you may return to Part A if you wish. The questions on this mini-assessment are based on two articles, linked below. (Teachers will need to provide these articles for students. It would be beneficial if teachers number the paragraphs of each text.) I have printed copies of the two articles for you. Text 1: "High Schools Starting Later to Help Sleepy Teens" by Michelle Trudeau Text 2: "High schools will keep starting too early. Here's why." by Dan Weissmann Finally, when the class is ready, we will listen to the audio recording of "High schools will keep starting too early. Here's why." together. To signal that you are ready to listen, please turn your miniassessment face down on your desk. The recording is available at: We will listen to the recording twice, as some of the questions later in the mini-assessment will ask you to remember specific information from it. Take as long as you need to read and answer the questions. If you do not finish when class ends, come see me to discuss when you may have additional time. Now read the passages and answer the questions. I encourage you to write notes in the margin as you read the passages.

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QUESTIONS:

1. The following question has two parts. Answer Part A and then answer Part B. Part A: What is the best definition of anecdotal as the word is used in paragraph 15 of Text 1, "High Schools Starting Later to Help Sleepy Teens?" A. Evidence based on personal experiences B. Evidence that comes from many years of research C. Evidence based on unlikely theories D. Evidence that is unrelated to the author's claims

Part B: Which detail from Text 1 helps the reader determine the meaning of anecdotal? A. "...overwhelmingly endorsed..." B. "...Wolak adds..." C. "...teachers especially wanted..." D. "...supports Wolak's observations..."

2. The following question has two parts. Answer Part A and then answer Part B. Part A: Based on information in Text 1, which sentence states the author's primary claim? A. The main reason schools should adjust start times is to save money on transportation. B. Students in elementary school also benefit from changing school start times because they have more energy in the morning. C. An increasing body of research supports the idea that starting school later in the day has significant benefits for teenagers. D. Teenagers miss fewer classes when they begin school later in the day.

Part B: How does the author of Text 1 most effectively develop her primary claim? Choose two options. A. She includes stories from individual students who have experienced later start times. B. She cites experts who track the effects of school start times on teenagers. C. She explains the negative effects later start times have on transportation companies. D. She explains how different age groups of students would be impacted by changing school start

times. E. She highlights the positive effects later start times have had in specific school districts. F. She includes quotations from teachers who have been advantaged by later start times.

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3. How does the author structure her argument regarding the possibility of adjusting start times for high school students? A. She introduces common arguments against changing start times and explains how individual districts have addressed those challenges. B. She highlights research supporting the importance of changing start times and explains the ways schools have applied that research. C. She introduces scientists who study the issue of teenage sleep and then explains how these scientists conduct research related to the issues of school start times. D. She describes different school districts who have changed their start times and then explains their motivations for doing so.

4. The following question has two parts. Answer Part A and then answer Part B. Part A: Based on the information in Text 1, which sentence explains how the sleep habits of teenagers are impacted by school start times? A. Teenagers need more sleep than younger students, so when school starts too early, students of all ages suffer. B. It is natural for teenagers to stay awake late at night and sleep late in the morning rather than go to bed early and wake up early, so teens do not get enough sleep when school starts early. C. Teenagers often find themselves with too many activities, so they are forced to stay awake late into the evening and have trouble staying awake during early classes when school starts earlier. D. It is hard for teens to wake up in the morning, regardless of the time, so delaying school start times allows them to wake up more naturally.

Part B: Which sentence from Text 1 supports the correct answer to Part A? A. "To help sleepy teens, some school districts have tried delaying the opening of the high school

day." B. "The result was that high schoolers could start school later but end their school day at about the

same time, without disrupting the athletic schedule." C. "Wolak adds that teachers especially wanted the change because, `They were concerned about

student attendance and student readiness to learn that first period of the day.'" D. "Research on the sleep needs of adolescents and their ability to pay attention and learn in the

early morning hours supports Wolak's observations.'"

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5. In Text 1, the author describes some concerns related to changing high school start times. Complete the table below by writing one "Real-Life Solution" the author uses to contradict each concern changing start times. You will not use all of the details from the "Real Life Solutions" box.

Concerns Related To Changing Start Times

Real-Life Solutions

1. Having high schools start later is expensive 1. because it requires schools to run more busses each day.

2. Having high schools start later results in

students getting home from school and

2.

activities too late in the evening.

Real-Life Solutions In Minneapolis, Minnesota, the high school start time was moved back to 8:40 am. In Jessamine County, Kentucky, the schools switched start times for elementary and high school students. In West Des Moines, Iowa, the district changed the start time for all three tiers of schools. In Mahtomedi, Minnesota, high schoolers cut passing time between classes.

6. The following question has two parts. First answer Part A and then answer Part B.

Part A: Which word best defines economics as the author uses the word in paragraph 4 of Text 2: "High schools will keep starting too early. Here's why."?

A. importance B. reasons C. price D. factors

Part B: Circle two of the underlined groups of words from paragraphs 3-5 of Text 2 that best help the reader understand the meaning of the word economics as it is used in this passage.

However, early start times aren't going away quickly, and probably won't, because of the costs.

That's surprising, because, from the outside, the economics of a later start-time seem pretty good. A 2011 study from the Brookings institution looked at three ways school districts could improve just by getting better organized. Starting school later for teens was number one.

"Among all the things schools could do to increase student performance, this is one of the less expensive ones," says Brian Jacob, an economics and public policy professor at the University of Michigan, one of the study's co-authors. "This is not like hiring extra teachers to reduce class size, or building a big new expensive building."

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7. Which sentence provides the best summary of Text 2? A. There are many reasons schools will not change their start time. B. Despite research showing the positive effects of adjusting high school start times, schools have found it difficult to make the change. C. Research recently released supports the decision many high schools have made to adjust their start time to better reflect teenage sleep cycles. D. Changing school start times is relatively easy compared to other proposed school reforms.

8. The following question has two parts. Answer Part A and then answer Part B.

Part A: Based on information from Text 2, which sentence best states the author's perspective regarding high school start times?

A. He wants school leaders to figure out a cost-effective way to change start times for all students. B. He believes that schools should consider moving start times back. C. He understands that there are expenses preventing schools from changing their start times. D. He hopes that schools will begin to use more busses so that all children can start at a reasonable

hour.

Part B: Which two sentences explain the most effective ways the author develops his perspective?

A. He highlights the research supporting adjusting start times. B. He provides graphs that show the numbers of schools starting before 8:00 am. C. He includes quotations that explain why schools are unable to move start times back. D. He describes the different expenses associated with changing school start times. E. He notes places where school start times are more likely to change.

9. How do Figures 1 and 2 contribute to the meaning of Text 2? A. They describe the different types of schools that have appropriate start times, emphasizing the claim that it is easier to move start times back in rural districts. B. They reveal the different times schools start, which emphasizes the claim that ending later has a negative impact on extracurricular activities. C. The highlight the claim that it is incredibly expensive to move start times back. D. They emphasize the claim that it will be challenging to move start times because a significant percentage of American schools start too early.

10. Which sentence best explains how the recording clarifies the information provided in Text 2? A. In the recording, the introduction from David Guerra provides additional detail about the students most impacted by early high school start times, an idea mentioned in Text 2. B. In the recording, the quotations from those actually involved in the debate add credibility to the claims Weissman makes in Text 2. C. In the recording, the note about where Weissmann is located reveals that high school start times is a national issue, a fact cited in the research in Text 2. D. In the recording, the addition of Amundson's laughter emphasizes how ridiculous it is to have elementary schoolers start earlier, a suggestion only briefly mentioned in Text 2.

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